LEHMAN COLLEGETHE CITY UNIVERSITY OF NEW YORK

DEPARTMENT OF COUNSELING, LEADERSHIP, LITERACY, and SPECIAL EDUCATION

Summer Student Teaching 2014Instructors and emails: Dr. Sheila Blachman, sheila.blachman@lehman.cuny.eduCell phone: 203-903-7024Office: Carman Hall B48Ms. Adrian Cohen, adrianecohen@gmail.comDr. Mary K. Sanford, DRMKSan@gmail.com

Weekly seminar - Mondays 2:00 - 4:40 PM Carman B84, B86

EDS 719 Course Description Advanced student teaching of diverse learners with disabilities and student teaching seminar (6

credits) Supervised student teaching of culturally and linguistically diverse young children, childhood

students or adolescents with a broad range of moderate to severe disabilities in inclusive and/or specialized settings

Weekly seminar supporting the analysis, discussion, and reflection on the student teaching of culturally and linguistically diverse young children, childhood students, or adolescents with disabilities in inclusive and/or specialized educational settings.

PurposeThis is student teaching, with a focus on instruction and assessment of students with disabilities. The purpose of student teaching is to provide Lehman College teacher candidates with an opportunity to teach students with disabilities in carefully supervised settings. Candidates will have the opportunity to utilize their knowledge from other, prerequisite courses in the Special Education Program. Course objectives will be achieved via on site clinical teaching experiences, individual supervision, group seminar, and completion of the EdTPA, where required.

Required 1. Task Stream Registration Fee2. Billingsley, B.S., Brownell, M.T., Isreal, M. & Kamman, M.L. (2013). A survival guide for new

special educators. San Francisco, CA: John Wiley & Sons, Inc.

Student Teaching ResourcesStudent Teaching Handbook:http://www.lehman.edu/academics/education/pdn/fieldwork-forms.php

New York State Learning Standards (PDF):www.p12. nys ed.gov/ciai/pub/ standards .pdf

New York State Common Core Learning Standards P – 12:http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards

Lehman College ResourcesComputer Center Helpdesk – 718-960-1111Student Disability Services – 718-960-8441Instructional Support Services – 718-960-8175Counseling Center Services – 718-960-8761

Accommodating DisabilitiesWhile every effort is made to use methods of teaching that are Universally Designed for Learning, it is, at times, not possible to meet all accommodations needs. Suggestions for making the course more accessible are welcome. Also, Lehman College is committed to providing access to all

1

programs and curricula to all students.  Students with disabilities who may need classroom accommodations are encouraged to register with the Office of Student Disability Services.  For more information, please contact the Office of Student Disability Services, Shuster Hall, Room 238, phone number, 718-960-8441.

Academic Integrity and Plagiarism PolicyIt is expected that you will follow the guidelines for Academic Integrity and Plagiarism. This course incorporates writing and completing assignments ethically is extremely important. Basic writing expectations will be covered in class; however it is recommended you review Lehman College’s policy at http://www.lehman.cuny.edu/student-affairs/documents/student-handbook-02.pdf

Use Of Technology And Blackboard InformationAs a professional reaching the end stages of your teaching career, effective and professional use of technology is essential. You must access your Lehman College email to successfully complete course requirements. Announcements and communication must take place via Lehman college email. During email correspondence with faculty, peers, and colleagues in the field, it is of utmost importance that you consider email professionalism and I will not respond to emails that do not follow such guidelines. For questions about professional email communication, review the following web resource: https://k12teacherstaffdevelopment.com/tlb/10-rules-of-email-etiquette-for-teachers.

Readings, resources, assignments, and grades will also be posted on blackboard, which can be accessed through the Lehman website at www.lehman.edu/itr/blackboard.php. We will go over how to access the site and its topography during the first week of class.

If you have any questions about your Lehman email address or your password, or if you have any problems accessing blackboard please call the computer helpdesk.

Course Requirements and Performance-Based Evaluation for Meeting Course Objectives

1. Participation, Attendance, and Professionalism: (15%)

Participation:Students will be placed at locations either selected by Lehman College. Regardless of your placement, you are expected to complete the requirements specified in the course syllabus. The program is an intensive, supervised experience. You are required to engage in daily and detailed research, planning and assessment for best practices.

In addition, you are expected to attend, and thoughtfully participate in, all seminar sessions. You are required to read assigned articles in preparation for discussion during seminars.

Attendance:Students are expected to attend all seminar sessions. Tardiness and excessive unexcused lateness will result in a decrease of your grade.

Daily attendance at your field placement is required. Student teaching runs from 8:30 until 12:30, Monday through Thursday. In the unlikely event that you have an emergency or you are ill, please inform both your college supervisor and your cooperating teacher. Excused field placement absences must be made up.

Professionalism:You are expected to silence cell phones during class time and during student teaching and are expected to use computers or other technology to enhance your class participation only; please no checking email or Facebook during class time or at your student teaching placement. Please be respectful and keep side conversations to a minimum.

2

With respect to seminar, being a professional requires you to be respectful and accepting of the diverse opinions of your classmates and the instructor. It is also crucial that you participate in small and large-group class discussions.

Finally, communicating professionally with your cooperating teacher and administration is necessary throughout your field placement. As professionalism is a key element of teaching, the failure to adhere to any of the aforementioned expectations can result in a reduction of your grade at the discretion of the professor.

2. Weekly reflections (2 pages each – 4 reflections) - due Mondays. (15 % total)Weekly reflections will relate to a given topic – assignments are related to book chapters and listed below. Include thoughts on the reading and class discussions and how it relates to your student teaching experience, as well as observational notes from your student teaching placement, or specific incidents from the week that relate to the topic.

3. Supervision Observations (Observation 1: Lesson Plan – 5%; Observation – 15%. Observation 2: Lesson Plan – 5%; Observation – 15%. Total – 40%)

You will have at least two formal observations during the semester by your college supervisor. (You are required to inform your college supervisor if there are any days/times that you will not be in your classroom due to other school events.) Formal observations will be scheduled with your college supervisor and are to be whole class lessons, which are differentiated as needed for students with special needs. You are required to submit your lesson plan for the observation 24 hours in advance of the observation date. Immediately after the observation, there will be an on-site conference with your college supervisor. Then, the lesson plan must be uploaded onto taskstream (student teaching tab) (first observation is uploaded under “midterm” lesson plan and second observation is uploaded under “final” lesson plan).

___________________________________________________________________________________________

CASE STUDY GUIDELINES, PLANNING AND REFLECTION LOG 30%You will write a Case Study of a student with exceptional learning needs, based on results of assessments, and information you have gathered from teacher interview, review of the student’s current IEP, if you have access, classroom observation, and analysis of work samples and products. As part of the Case Study, and using this data, you will also write an Individualized Education Plan and a program that includes recommendations for instruction and supports linked to course presented information on effective practice.

Observe confidentiality. Do not identify the student, student’s teacher, or the school/site by name. You may use fictitious names.

Exclude any information that would be of little value when working with a student, or when reading the results of assessment or other sections of the case study.

Identify the source when reporting hearsay information, e.g., “According to the parents…”

Exclude information that is sensitive, or from confidential sources other than the IEP.

Avoid over-inferring from data. Reports are to be a Word doc., written in sections and revised when needed. Be extremely aware and respectful of a child’s and parent’s right to

Confidentiality and Privacy. Refer to CEC Standards.

3

Planning and Reflection Log (as a word document)

A Planning and Reflection Log is an essential component of any teacher’s instructional toolbox! In Summer Student Teaching, you are required to keep this log and to make daily entries that will become the building blocks for a quality Case Study on your focus student (s).

Your log must be available for inspection at all times.

Each entry in the log will have three parts:1. Your plan for that particular meeting with the student, e.g. area of assessment and

your purpose in selecting this, the instrument to be used, where the meeting will take place, etc.

2. Reflection and analysis of the meeting, including but not limited to results of assessments. The log should describe your impressions of and interaction with the student in detail, as well as corrections or refinements you would make in your next day’s planning. E.g., Was the lesson too easy, difficult? Did it require prior knowledge? Did you have enough information on the student? Was the student engaged? Who did most of the talking?, etc.

3. A detailed plan for the following session, based on the results of your analysis, and plans for the following meetings. It is a daily instructional plan, but is also rich in details, and description of instructional activities and materials.

4. You may also note other professionals in the school with whom you will collaborate. E.g., Information from a student’s previous or current teacher; from a parent interview, or related service provider.

5. Refer to the Lesson Plan Format for further guidelines.

(Sections of the Case Study)Cover PageLehman College Graduate Program in Special EducationGraduate Student Teacher: Semester: Summer 2014Name of student: Age: Grade:School: (e.g. PS 40, Quaker Hill School)

Page 2, etc.School/Site Background and Information

Type of school/program Characteristics of student population- ethnicity if important, Ells, special

education programs in school, location, community (do most students live in the community?

Initiatives in the school. Standards that are followed; How are students assessed? (Some of this'

information may be obtained an school web site.) Description of summer program. Information on Review of School. (Quality Review Grade) In addition, describe the Context for Learning. Provide information about the context in which you teach so that another

educator can understand your teaching decisions. Address the following:

Type of setting (e.g., first grade classroom in an elementary school, self- contained classroom, a home, a job site)

Your role in the focus learner(s)’ instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; coordinate services to the family and model working with the focus

4

learner) The schedule for instructional time with the focus learner(s) for the

learning segment focus (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)

The primary language of instruction, if other than English (e.g., ASL)

Describe any district, school, or cooperating teacher, or student teaching requirements or expectations that might affect your planning or instructional delivery (e.g., prescribed reading curriculum).

Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication.

If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners).

Student Background Information Include the following:This section acquaints the reader with the student and the reasons for the evaluation.

You may havelimited school data and will have to rely on information, which is self (child) reported

and parentreported. You should, however, include the following:

Age, sex, grade, school Child’s placement in family Culture/language Description of child e.g., average height. Do not use evaluative or

unobservable adjectives. E.g., “attractive”, “over weight”, “happy”, “shy”.

Initial behaviors when meeting you for the first time. E.g., did or did not make eye contact.

Medical Alerts School history – attendance, mobility (e.g., how many times has the

child been discharged and readmitted? Number of teachers in one year, if significant.)Important information is available on the school web site, which might impact a child’s performance. E.g., % of ELLs, % of Students with IEPs, Average years of experience of teachers, % of students receiving free or reduced lunch, etc.

Reasons for referral and person making the referral.Assessments

List all assessment in table format, including the name of each assessment, type, date of testing, grade or age equivalents, depending on the age of the child, and source, if it was not administered by you. E.g., reading assessment-teacher reported. This may also include teacher interviews, review of the student’s current IEP, classroom observation, and analysis of work samples and products.

Assessment should include an Interest Inventory. The Bader provides one type. Others will be available. It is suggested that you complete your own inventory with the student. This makes the inventory less formal and promotes conversation, and more response from the student.

Interpretation of Assessments. Begin with a description of the student’s behavior in the testing setting. This section provides the reader, in narrative form with the results of data gathering and your analysis. Describe initial behaviors. Include results of the interests Inventory.Include behavioral observations of your student in each testing situation, time

5

of day and day of week. The reason for this is to compare a student’s reaction to each testing situation, and to note significant differences. Remember that testing is one aspect of assessment, and that observation of behavior is an important component of accurate assessment.

This section also provides the reader, in narrative form, with the results of the data gathering and your analysis. Divide this section according to assessments and academic skill areas. E.g. reading: word recognition, comprehension; mathematics: computation, applications; writing; spelling; learning style; interests.Please include examples of errors, your analysis of these errors, and how these translate to specific strengths and learning objectives.

Narrative of Academic Cognitive and Behavioral profile.

Plan for remediation/focus of instruction for the summer program. This will also include SMART Goals.

Description of Remediation: Methods and materials used; activities for remediation This will include a unit plan consisting of 3 lesson plans.

Emergent behavior and progress toward goals.

Recommendations for continued instruction.

The Individualized Education Plan- a format will be provided.

See Additional IEP Guidelines, forms and development at:http://www.p12.nysed.gov/specialed/publications/iepguidance.htm

Other student teaching requirements that must be submitted through Taskstream (student teaching tab):

Placement information 1 Disposition Assessment 1 Student Teacher Attendance Sheet 1 Cooperating Teacher Evaluation Placement Information 2 Disposition Assessment 2 Student Teacher Attendance Sheet 2 Cooperating Teacher Evaluation 2 Self-Evaluation

Grading Policy:Late assignments will not be given full credit. My grading scale is as follows:A 94-100A- 90-93B+ 87-89B 84-86B- 80-83C+ 77-79C 73-76

RUBRICS FOR ALL ASSIGNMENTS WILL BE DISTRIBUTED AND REVIEWED IN SEMINAR

6

SEMINAR TOPICS AND DATES

*Readings should be completed for the date scheduled below. *I reserve the right to adapt the syllabus as needed.Date Topic Readings AssignmentClass 1July 7

The Three Beliefs about Teaching Handout None

Class 2July 14

The Fixed Mind Set Video

Class 3July 21

Behavioral Management and Classroom Environment

Chapters 7 & 9 in text Reflection # 2

Class 4July 28

Co-teaching workshop Chapter 8 in text Reflection # 3

Class 5August 4

Assessment Chapters 10 in text Reflection # 4

7